No 13, December 2023

This issue includes three research articles, one practitioner article and two discussion and debate articles, exploring various topics at the heart of educational technology. On the one hand, the hybridization of teaching, a complex approach integrating different modalities to offer optimized learning experiences. On the other, interaction practices in distance learning contexts, highlighting the importance of maintaining meaningful connections despite physical barriers. This issue also explores remote monitoring, an essential tool for preserving academic integrity and combating fraud in online examinations. In addition, an in-depth reflection on leadership and digital strategy in the school context emerges from these pages, highlighting the importance of an enlightened vision to take full advantage of educational technologies. Finally, the varia 2023 edition also addresses the link between educational technology and healthcare training, exploring therapeutic patient education and medical literacy.

In higher education, the digital devices and tools used by students can lead them to organize themselves in the form of peer communities and, in doing so, to interact independently. They are then likely to take some distance from the expectations and modes of operation specific to their university, to be tempted by more or less parallel paths. Unless remote interactive practices offer them increased learning or investigation opportunities. In this article, several works are examined from this perspective to see whether such practices constitute an issue or a threat to the academic institution. The simultaneous use of official tools (such as university forums) and unofficial means available to students (in this case, social networks) is likely to introduce a certain interference into their interactions. Still, on the other hand, there may be opportunities for exploratory exchanges or new collaborations. Hybridization thus at work is likely to present itself as an asset for the institution as well as for the students.

The working conditions of general medical students (internship status) during their hospital placements are often worsened by excessive working hours, many monthly on-call duties and inadequate tutorial support, all of which increase their fear of medical errors and psychosocial risks. This observation has led several Faculty of Medicine to improve the learning potential of these placements, which are designed to alternate with periods of university training. This article describes the support for change in the teaching practices of postdoctoral senior doctors responsible for this university training in the context of the tension between the need for innovative pedagogical methods and the reality of working just in time before and during the Covid 19 health crisis. The aim was to develop a blended learning approach, combining face-to-face, synchronous, and asynchronous distance learning courses, based on various uses of digital technology likely to limit the general medical students' psychosocial risk factors. Our analysis uses two complementary conceptual models: the unified theory of digital acceptance and use (Venkatesh et al., 2012) and Bareil's model of phases of concern (2004, 2009). The originality of our findings lies in the fact that they shed light on supporting change from an approach based on 'subject activity and acceptability of use.' We conclude by highlighting the central role of educational engineers in supporting teams to innovate and develop digital literacies based on education and training research.

The introduction of digital technologies in educational institutions has gained significant momentum worldwide as societies recognize the central role of education in preparing individuals for a technology-driven world. This paper explores the concept of 'school digital capacity', which encompasses various factors critical to the effective integration of technology into teaching and learning practices. Educational leadership emerges as a cornerstone of this capacity, with leaders playing a critical role in shaping the digital landscape of their institutions. Using a mixed-methods approach, this research explores the perceptions of educational leaders in the context of a large-scale digital education reform project. Key findings highlight the importance of leadership and a coherent digital strategy in improving digital efficacy and teacher engagement with technology. However, challenges are evident, including a lack of clear strategies, inadequate human resource allocation, limited knowledge of digital education and insufficient professional development opportunities. The study highlights the need for improved training programmes for educational leaders to equip them with the necessary digital skills and strategic acumen. Collaborative networks between schools and increased support from ministries of education are recommended to facilitate effective digital integration and capacity development.

Medical information is not always easy for patients to understand. There are online documents and websites, but the information is not necessarily reliable, easily accessible or useful, and can add further stress to the patients and their families. The goal of this ongoing research is to help French-speaking patients living in a minority setting increase their level of understanding related to the different stages of cardiac surgery, reduce their level of anxiety in relation to the surgical procedure and ensure that they provide an informed consent when it comes time to undergo cardiac surgery. In this case, bilingual multimedia videos have been created to explain the different stages of cardiac surgery and the associated risks in an easy-to-understand language. In the pilot phase of this project, 49 participants watched the first two videos (before surgery and during surgery) and answered a questionnaire regarding their appreciation. The results obtained were promising. The next step will be to perform a randomized study using an experimental group (patients with video information) and a control group (patients using the standard paper format).

Plagosus (a flogger) Orbilius isconcerned with making his students learn rather than teaching them. He represents a model of brutal and knowledge-centered teaching. On the other end of the spectrum, positive education may push the teacher to step back to allow the student to learn in a secure and benevolent environment. If plagosus Orbilius does not teach (since he makes people learn), teaching that is too concerned with watching over and caring for students can still not teach or guarantee their empowerment. But then, what is teaching? It is a difficult art that the second part of this article attempts to define.

In a distance learning context, online assessment represents a real challenge, as a wealth of information is readily available to learners with just a few clicks. As a result, online proctoring software has become a must-have tool. A reflection must accompany this interest in the use of this technology on the possible effects that online proctoring may have on students. These effects may be desirable, stemming from the very nature of proctoring software in ensuring the academic integrity of remote assessments. Still, there is also an undesirable effect linked to the increased anxiety using proctoring, notably due to the intrusive nature of these tools, the technological factor and the conditions to be respected that they presuppose. This undesirable effect can be mitigated and controlled, making online proctoring a valuable tool in the necessary fight against academic fraud. Online proctoring software remains an important tool for ensuring that online assessment is carried out securely and effectively, provided that every means is put in place to support students in this monitoring mode.